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21英语教师网 > 新闻资讯 > 国际看台 > 全球英语教学盛会IATEFL年会 > 正文
Ema Ushioda做大会发言:学习动力来自哪里?
作者:李立    来源:21英语网    日期: 2010-04-10
  4月10日的大会以来自英国University of Warwick的日本裔学者Ema Ushioda做大会发言开场。她的发言题目是Socialising students’ motivation and autonomy in the English language classroom。
  Ushioda首先介绍了自己的个人背景,概述了英语学习中的动机理论和自主学习理论两者之间的关联。Ema本人是日本裔,父亲早年因学术研究远涉重洋来到爱尔兰,因此Ema出生于爱尔兰并在那里接受教育,后移居英国从事教学和学术研究。
  Ushioda的发言始终以故事贯穿其中,既有自身经历,又有真实课堂案例,同时还有经典小说中的故事。其研究表明,学习者的学习动力不是来自于外部如教师和家长强加的力量,而是来源于学习者内在自身,是一种自我驱动力。Ushioda随后阐释了如何鼓励激发学习者的自我驱动力。同时,ushioda还认为,学习动力不是凭空产生的,与社会规则紧密相联,是受社会因素影响的。教师需要将其置于社会化背景中,通过既定的社会规则,巧妙激发学生的自主学习动能,即让学生做出自我选择,此外,还要使学生“speak as themselves”,表达中自我的transportable identities如科幻小说迷,而不是教学环境中的学习者身份。
  ushioda总结说:By promoting autonomy and motivating learners to speak as themselves now, we may enable them to fulfill their potential to be the persons they want to become or grow to value, and to use the language to do the things they want to or grow to value, in a healthy and adaptive way that is internally consistent with their own motivation and sense of self.

链接;ushioda发言摘要

Motivation has traditionally been regarded as something that teachers ‘do’ or ‘give’ to learners
through a variety of motivational techniques or strategies. However, current theory and
research suggest that for effective and autonomous language learning and language use to
take place, motivation needs to come from within and be internally regulated, rather than
externally regulated by teachers, parents or other social forces. Yet, social processes are
pivotal in mediating the healthy internal growth and self-regulation of motivation. Understanding
this complex relationship between social and internal processes is vitally important if we want
to develop our students’ motivation from within, and enable them to sustain and regulate their
own motivation. In this talk I will explore the nature of this relationship and analyse its practical
implications for the classroom. In particular, I will draw on recent developments in educational
psychology where there is increasing recognition that motivation is not necessarily
achievement-oriented but value-based and identity-oriented, as reflected in a growing literature
on motivation and identity. I will link these developments to current theories of autonomy in
language learning, and discuss how classroom practices that promote autonomy can contribute
to socialising adaptive values, identities and motivational trajectories in our students, as they
engage in the sustained process of learning and using English.



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